كتاب الانجليزي Teacher’s Book تاسع فصل اول الاردن 2026 pdf

TIP When you drill these verbs, ask students to put two fingers on their voice box and elongate the final consonant sound. Ask them if they can feel the difference between the voiced sounds (the/d/endings) and the unvoiced sounds (the /t/ endings). Then practise saying the words with their/d/or/t/endings (keeping fingers on voice boxes). PRACTICE (10 minutes) 1 (S-S, S-T, T-S) Exercise 5. Students work alone, but allow weaker students to work in pairs. When students have listened, allow them to compare in pairs, then elicit the answers. Encourage self-correction of any errors in pronunciation or form by repeating what the students say in a questioning tone, e.g.: S: I putted a card on the glass. T: I 'putted? WRAP-UP (3 minutes) (S-T, T-S) Refer students to the Can-do statement at the bottom of the page and encourage them to reflect on what they have learnt. Tell them to think about what they found new, interesting, easy or challenging. HOMEWORK Ask students to search online for famous people who have achieved a lot in their lives and make some brief notes about them. Use their notes to lead into Exercise 1 in Lesson 2A. CONTINGENCY PLAN There is also a downloadable photocopiable resource number 5 to use.

PRACTICE (5 minutes) (S-S, T-S, S-T) Exercise 5. Look at the example with the class and ask two students to act it out. Students then act out the four situations in pairs. Invite different pairs to act out one of their conversations in front of the class. You could follow this up by asking students to think of a new situation that they might get angry about. Students then mingle and find a new partner. They start by complaining to their new partner who has to react with an appropriate apology. The first student then accepts the apology. Students can change partners as many times as necessary to get more practice of thinking on the spot. TIP When students are learning functional language such as apologising and accepting apologies, it is important that they use the correct words but also that they sound sincere. Use recordings to drill intonation and, when eliciting sentences, encourage students to use the correct intonation. PRODUCTION (15 minutes) (S-5, 5-T, T-5) Exercise 6. Put students in groups of four. Students look at one question each and think of some points to make. They then tell the group their ideas and the others agree or disagree or add their own personal experiences, depending on the question. When they have discussed all four questions, invite students to share their ideas or stories with the class. Answers Students' own answers WRAP-UP (5 minutes) (S-T, T-S) Refer students to the Can-do statement at the bottom of the page and encourage them to reflect on what they have learnt. Tell them to think about what they found new, interesting, easy or challenging. HOMEWORK Ask students to find out three facts about the Paralympics to use for Exercise 6 in the next lesson. CONTINGENCY PLAN Students could write a script for a short drama about someone who makes a mistake and needs to explain and apologise about it.